The URL on which the following was originally posted no longer exits.
The authors are not listed, but I believe this is an excerpt from work by
Australian media educators Barrie McMahon and Robyn Quin.

www.geocities.com/jseddon_2000/RQweb/media_literature_website/ docs/MLLC_Continuum.doc

The components of the Media Literacy Learning Continuum are text, context and reader (audience).  Each component is subdivided into organisers and these are described below. 

7.1 The text

The organisers for the text component are narrative, language, point-of view and medium.

Descriptions of the organisers:

NARRATIVE

The texts are seen as containing narrative constructions with varying degrees of the traditional narrative components and these help shape the readers meaning. 

DISCOURSE

Codes and conventions are used to create the media narrative and these can be manipulated to offer a preferred meaning.

POINT-OF-VIEW

The narrative construction and media language are constructed to offer a point-of-view to the reader. 

MEDIUM

Each medium places different emphasis on narrative, constructs it differently using different codes and conventions, all of which contribute towards different meanings, even of similar narratives presented in different media

Outcomes are described for each of the organisers.  The outcomes are grouped into three levels of learning sophistication, namely the identification, interpretation and transposition phases.  Some outcomes are provided by way of example.  The matrix needs to be completed. 

The first set of outcomes address the text component of the text, context and reader model.

THE TEXT

OUTCOMES

Each of the identification, interpretation and transposition phases has indicators of student performance against the organisers of narrative, language, point of view and medium. 

THE TEXT

INDICATORS 

IDENTIFICATION

INTERPRETATION

TRANSPOSITION

TRANSPOSITION

7.2 The context 

The second of the three components in the model, text, context and reader (audience) is context. 

THE CONTEXT

OUTCOMES 

The context organisers are historical, social, political and economic. 

Descriptions of the organisers:

HISTORICAL

The time, place and people associated with the text and what the reader knows about these, influences the meaning the reader makes of the text

SOCIAL

The cultural references, justifications, and mythologies surrounding the text affect the meaning the reader makes

POLITICAL

The extent to which the student connects with implied ideologies generated through the point of view, suggestions of competing ideologies, the value systems associated with portrayals of hero figures, stars and villains affects the meanings in media texts.

ECONOMIC

Student perception of the economic processes behind both the medium and text and the broader processes, such as globalisation, in which they occur, will affect the meanings students make of texts.

The same phases of identification, interpretation and transposition  are used to group student outcomes.

CONTEXT INDICATORS 

IDENTIFICATION

INTERPRETATION

TRANSPOSITION AND REFLECTION

TRANSPOSITION AND REFLECTION

7.3 The reader 

The third of the text, context and reader components of the model, the reader, is described below. 

THE READER

OUTCOMES

The organisers for the reader component are cultural experience, personal history, the reading situation and intended use of the text.

Descriptions of the organisers

CULTURAL EXPERIENCES

These will include outcomes which draw student attention to the range of cultural experiences which they draw from when they make meaning from media texts.

7.3 The reader 

The third of the text, context and reader components of the model, the reader, is described below. 

THE READER

OUTCOMES 

The organisers for the reader component are cultural experience, personal history, the reading situation and intended use of the text. 

Descriptions of the organisers 

CULTURAL EXPERIENCES

These will include outcomes which draw student attention to the range of cultural experiences which they draw from when they make meaning from media texts.

PERSONAL HISTORY

Students will have attained some abilities to identify aspects of their personal histories, which contribute to the meanings they make from media texts

THE READING SITUATION

These outcomes will contribute towards student understanding that their own context at the time of reading the text affects the meaning.  For example, meaning may vary for the same text if it is read as part of a disciplinary school task than if it is read as part of Saturday morning viewing on television.

INTENDED USE

What the reader intends doing, whether this is known or not, may affect the meaning that is made of the text.  For example the meaning made by a student who finds some information on the web for a school assignment may vary if the same information was found on a random search of the web. 
 
 

THE READER

INDICATORS 

IDENTIFICATION 

The student:

INTERPRETATION

TRANSPOSITION AND REFLECTION

TRANSPOSITION AND REFLECTION

8.0 PROPOSED ACTION TO INITIATE THE MEDIA LITERACY LEARNING CONTINUUM  

A web site is currently being created.  This will be used as the prime vehicle for  project development.   

It is suggested that those who receive this proposal decide whether they wish to participate and if so, at what level.  The likely levels of participation are listed below, though there is always room for self nomination of another participation level.